Dr. Farida Saleem, a faculty member in Business Administration from FJWU, traveled to The University of Texas at Austin in early2015. Dr. Salem has a PhD. in Management Sciences from Foundation University, Islamabad and an MBA from FJWU. UTGI facilitated opportunities for her to attend pedagogy training, collaborate with higher education mentors, and shadow select learning programs. UTGI coordinated Dr. Saleem’s visit with UTeach-Liberal Arts, a secondary teacher preparation program, during which she met with their trainers for in-depth discussions about the program model and observed classes.

UTGI worked with the Center for Teaching and Learning (CTL), which has since restructured and now operates as Learning Sciences, to coordinate walkthroughs of their facilities; participation in faculty activities; an introduction to the evolution of CTL methods, philosophy, and strategic initiatives to improve education excellence at the University through faculty development; and meetings with key personnel.

British Literature surveys some of the best poetry and prose in the English language, placing special emphasis on the most rewarding strategies with which to understand various authors, works, and literary forms. In addition to introducing British literary heritage, this course seeks to improve skills regarding the close reading and analysis of language; making arguments based on textual evidence; and the oral articulation of ideas.

Students taking this course examine multidisciplinary frameworks for understanding society and culture in organizations. Students will be encouraged to draw on a range of approaches and materials to consider how and why diverse groups intersect, fail, or succeed in group environments. The effects of gender, race/ethnicity, sexual orientation, culture, and globalization on organizational change may be discussed.

First Year Undergraduate Signature Course 302: Modernity, Anxiety, and the Art of the Uncanny

Undergraduate Signature Courses at The University of Texas at Austin connect first year students with distinguished faculty members in unique learning environments. By way of this rigorous intellectual experience, students will develop college-level skills in research, writing, speaking, and discussion through an approach that is interdisciplinary, collaborative, experiential and contemporary. Although some art claims to represent the world as it really is, “Modernity, Anxiety, and the Art of the Uncanny” traces the ways in which the bizarre and the unexpected feature in the art, music, literature and film of the last hundred years or so. From Bram Stoker’s Dracula, to the nightmares of Freud’s patients in Vienna, from Moscow devils to Parisian hallucinations, we will look at the theory and the practice of “creepiness” and pair each of the older texts with a newly alarming one. The course invites students to explore the interdisciplinary and multimedia connections among the arts with an emphasis on the cultural politics and aesthetic innovation of these tense moments in the course of several written and internet-based projects.

English 359 British Drama: 1660-1900

This course should appeal to students interested in British drama, performance, the politics of identity, and the 18th and 19th centuries. Extensive audiovisual resources from the period and from modern productions will be provided on-line and in class. They constitute part of the official course content. No previous familiarity with drama is expected or even solicited, and introductions to theatre and performance theory will be provided.

Russian and Eurasian Studies 325: Russian Youth Culture from the ‘80s to Present

This course will provide participants with the materials to construct an ethnographic portrait of Russia’s contemporary youth and their culture, drawing from a variety of print, audio and video sources. In addition to reading extensively from diverse genres, including the Russian press, editorials, contemporary prose and non-fiction, students in the course should be prepared to immerse themselves in the non-print media coming directly out of Moscow and Saint-Petersburg in the wake of post-Soviet reforms. Using popular depictions of Russia’s own “twentysomethings” from recent films, documentaries, rock music lyrics, and art, students will try to come to understand how the youth movement effected and continues to affect the changing course of one of the world’s superpowers of the twentieth century.

Dr. Theresa Jones

Instructor Biography: Theresa Jones

Department of Psychology. The Jones Laboratory studies plasticity of neural structure and synaptic connectivity in adult animals following brain damage and during skill learning. Additional research focuses on motor skill learning-induced plasticity of motor cortex and cerebellum and on the inter-coordination of glial, vascular and neuronal plasticity. This work supports that the functional benefit of regenerative responses depends on them being driven into functionally beneficial directions by appropriate behavioral pressures. In addition to probing mechanisms of neural remodeling after brain damage, the goal of this research is to better understand how to optimize behavior as “therapy” to improve functional outcomes.

Psychology 379H: Honors Research II

This course focuses on the completion of the honors research project and thesis. Topics of discussion include data collection, analysis strategies, refined presentation of results, and their interpretation. Student research methodology and findings will be presented oral and written formats, and students will participate in discussion and feedback in regards to the projects of their classmates. Professional issues and future career directions will also be discussed. The course culminates in a poster presentation of the honors project and the submission of the honors thesis.

Provides students with support for the student teaching experience and an in-depth application of the theory and practice that is necessary to design and deliver excellent instruction. Students attend a three-hour course on the UT campus as support for teaching on a middle school or high school campus. For UTL 670, students will begin teaching one to two classes then reach the maximum number of classes allowed after about three weeks. The cooperating teacher will work with the UTeach student to improve their teacher abilities as the semester progresses. The formative evaluation with the student teacher, cooperating teacher, and observer will be completed mid-way through the teaching experience. The summative evaluation with the student teacher, cooperating teacher, and observer will be completed at the end of the teaching experience.

This course takes an in-depth look at lawmaking in the modern Congress. Using a systemic approach, students analyze various factors influencing the legislative process including presidents, the public, parties, and pivots. The class will also examine explanations for the legislative process and party polarization in Congress.

Provides students with early field experience in teaching as well as an introduction to the theory and practice. Students attend a weekly seminar on the UT campus. Students also visit seven schools and teach three lessons to the students they observe under the guidance of a cooperating teacher (CT). The classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a CT. The CTs will work with the UTeach-LA students to improve their teaching abilities as the semester progresses. This course begins the teacher preparation sequence and therefore, emphasizes quality, timeliness, dependability, and professional behavior.

Provides students with early field experience and an in-depth study of the theory and practice necessary to design and deliver excellent instruction. Students attend a six-hour course on the UT campus as well as complete the field experience. Students attend thirty-six observation hours as well as teach nine lessons to the students they are observing. The classes are selected both for the diversity of the student body and the quality of the classroom teacher who serves as a mentor. The mentor teachers will work with the UTeach-LA students to improve their teaching abilities as the semester progresses. The mentor teacher will remain in the classroom at all times and will provide immediate feedback on the quality of the UTeach-LA student’s instruction.

MEETINGS & DISCUSSIONS

South Asia Institute

South Asia Institute

With over 50 faculty members in a dozen schools and departments, the University of Texas at Austin has one of the most distinguished South Asia programs in the country. The South Asia Institute was established as part of a university initiative to promote South Asian programs, especially those pertaining to contemporary issues, across the entire university and in the larger community. The institute sponsors major conferences, scholarly symposia, a weekly South Asia Seminar and Foreign Language and Area Studies (FLAS) fellowships to students pursuing graduate degrees relating to South Asia in any department or school of the University.

After teaching for 25 years, Anne joined the staff of CTL/LS as a Faculty Development Specialist, working specifically with faculty to develop collaborative learning both inside and outside the classroom. She facilitates Faculty Learning Communities across the university campus that provide a rich and rewarding forum for faculty to learn with and from their peers. She develops and presents faculty workshops on many topics from designing student led outcomes to student engagement in the classroom. She obtained her Master’s degree from Boulder Colorado and her Ph.D. from Florida International University in Miami Florida.

Dr. Karron Lewis (Associate Director for Instructional Consultation)

Karron is Associate Director for Instructional Consultation where she mentors other CTL Instructional Consultants and consults one-to-one with faculty from all across the UT Campus. She works with departments who are developing peer review strategies and conducts training for peer reviewers. Karron has been involved in faculty and TA development at the University of Texas at Austin since 1978. She has published and presented widely on faculty development strategies, individual consultation and interpreting student evaluation feedback. Karron earned a B.M.Ed. (Bachelor of Music Education) from Texas Lutheran University and a Ph.D. in Educational Curriculum and Instruction from Texas A&M University.

Dr. Siew Ang (Data Scientist)

After working nearly ten years exploring factors that influence health issues such as diabetes, cardio vascular diseases, obesity; psychological issues around post-traumatic stress disorders using national datasets, and genome mapping early symptoms of lupus erythematosus among African American populations, Siew Ang current works at Learning Sciences Division at UT Austin, collaborating with administrators, faculty members and subcontractors to uncover student learning patterns. Among her portfolios are: exploring factors that prevent students from timely graduation; instructor effectiveness; course taking patterns and course flow in a program; the subsequent course student success for the prerequisites of Advance Placement tests and the validity of Student Evaluation of Teaching (SET). Siew Ang received her PhD in Quantitative Psychology in 2008 and recently morphed towards Learning Analytics and Big Data Analysis. She received additional training from SAS Learning Analytics workshop, attended the Learning Analytics Summer Institute at the Harvard Graduate School of Education in June 2014, and from Civitas Learning.

Dr. Siew Ang (Data Scientist)

After working nearly ten years exploring factors that influence health issues such as diabetes, cardio vascular diseases, obesity; psychological issues around posttraumatic stress disorders using national datasets, and genome mapping early symptoms of lupus erythematosus among African American populations, Siew Ang current works at Learning Sciences Division at UT Austin, collaborating with administrators, faculty members and subcontractors to uncover student learning patterns. Among her portfolios are: exploring factors that prevent students from timely graduation; instructor effectiveness; course taking patterns and course flow in a program; the subsequent course student success for the prerequisites of Advance Placement tests and the validity of Student Evaluation of Teaching (SET). Siew Ang received her PhD in Quantitative Psychology in 2008 and recently morphed towards Learning Analytics and Big Data Analysis. She received additional training from SAS Learning Analytics workshop, attended the Learning Analytics Summer Institute at the Harvard Graduate School of Education in June 2014, and from Civitas Learning.

Mario Guerra, MS (Project Manager)

Mario Guerra is the Instructional Technology Specialist at CTL and he focuses on LMS Platforms & Educational Technology Training.

Dr. Daniel Hickey

Dan is an Associate Professor and Program Head with the Learning Sciences program at Indiana University in Bloomington. His is also a Research Professor with the Indiana University Center for Research on Learning and Technology. He completed his Ph.D. in Psychology at Vanderbilt University and a postdoctoral fellowship at that Center for Performance Assessment at Educational Testing Service. He studies assessment, feedback, and motivation, mostly in online and game-based learning contexts. He has directed projects in these areas funded by the National Science Foundation, NASA, and the MacArthur Foundation, and has published papers in these areas in leading journals. He teaches graduate-level courses on assessment, learning, motivation, and research methods.

Dr. Matt Lisle (Online Content Designer)

Dr. Lisle is the program coordinator for online learning in CTL.

Dr. Karen Smid (Project Manager).

Karen E. Smid is a Project Manager with the Center for Teaching and Learning at The University of Texas at Austin. She works on a variety of course development and software adoption projects, and has a Ph.D. in Anthropology from the University of Michigan.

Dr. Julie Stewart (Instructional Specialist)

As an instructional specialist, Julie works with departments and faculty. Her professional interest is the development and implementation of learning-centered classroom environments. She has worked in teaching and learning from numerous perspectives: as researcher and assessment specialist here at UT, as program director for curricular and instructional development initiatives at the University of Chicago, as faculty member in curriculum and instruction at Loyola University, as editor of the Harvard Education Review, and as a high school English teacher in Texas. She has an Ed.D. in Teaching and Learning from Harvard University and an MA in English.

As an Instructional Specialist, Mike serves as a catalyst who brings ideas and people together to explore innovation in teaching and learning. Mike’s primary professional interest is in flipped and transformed pedagogies where active learning, assessment, technology, and self-regulated learning create learning opportunities for students to deepen their understanding. As a faculty member in science education at Morehead State University, he redesigned his courses. Mike earned a B.S. in Electrical Engineering, M.S. in Physics, and a Ph.D. in Science Education from the University of Missouri-Columbia.

Sustainability Faculty Learning Community

Sustainability Faculty Learning Community (CTL and Office of Sustainability)

UTeach-Liberal Arts prepares prospective teachers for the rigors of today’s diverse classrooms. In keeping with the liberal arts tradition, critical reflection plays a central role in this program. In three comprehensive stages before, during, and after student teaching, this program links extensive content-area preparation and integrated university courses on teaching, with guided experience in public school classrooms. This process is supported by a solid grounding in learning theories and a broad understanding of community resources available to new teachers.

The Bertha Sadler Means Young Women’s Leadership Academy will educate students in a cooperative learning environment that promotes scholarship, leadership, character education, and community service leading toward a successful transition to the Early College High School to pursue success in college, career, and life.

Over the past two years, faculty members officially reported 1,200 cases of academic dishonesty. How can students and faculty work together to improve the culture of academic integrity at UT Austin? At this conference, panelists discussed factors leading to academic violations and strategies to strengthen academic integrity across campus. Featured presentations included university faculty, students, and national experts. All faculty are invited to this interactive conference to discuss factors leading to academic violations and strategies to foster a stronger culture of integrity on campus.

9:00-9:15 a.m. – Introduction & Continental Breakfast9:15-9:45 a.m. – Why Academic Integrity Matters with Dr. Teddi Fishman
Dr. Fishman will discuss why academic integrity is important for both faculty and students, specifically addressing how integrity in the personal and professional lives of students begins in the classroom. This issue is not restricted to one assignment or exam but the overall character of our future leaders!10:00-10:30 a.m. – Building Bridges: How faculty can foster student ownership of Academic Integrity
The Student Conduct Advisory Committee (SCAC) will address the topic of student involvement in combating academic dishonesty. By reflecting on our own practices and comparing our practices to those of other institutions, faculty and students will learn how to build a student-centered culture of academic integrity on campus.10:30-11:00 a.m. – Academic Integrity and the Ethics & Leadership Flag
The Center for the Skills & Experience Flags would like to promote a culture of honesty in learning through its Ethics & Leadership (EL) flag. Many EL-flagged courses explore issues of integrity as they relate to a student’s chosen career path.11:00-11:30 a.m. – Catching Cheaters vs. Teaching Students:Plagiarism and Detection
In this discussion on plagiarism, we will compare proactive measures to reduce academic dishonesty to reactive and punitive measures taken once cheating has already occurred. We will also discuss the responsible and effective use of plagiarism detection software and student attitudes towards Plagscan, Turnitin, and other programs.11:30 a.m.-Noon – BreakNoon-1:30 p.m. – Luncheon Keynote Address with Jason Dorsey
An important part of effective teaching is understanding your students’ backgrounds and motivations. Jason Dorsey, a.k.a. The Gen Y Guy, will be presenting on the behavior and characteristics of the millennial generation.1:30-1:45 p.m. – Break1:45-2:15 p.m. – Ethical Dilemmas: Why Students Feel the Need to Cheat
The Student Ethics Advisory Council will discuss common situations in which students may resort to cheating. Faculty will be advised on how to help their students make informed decisions and alleviate high-pressure scenarios that may lead to academic dishonesty.2:15-2:45 p.m. – Best Practices and Procedures for Addressing Cheating
Student Judicial Services (SJS) will present a variety of student perspectives on cheating and how instructors can address issues that arise in their classrooms. Attendees of this session will learn about best practices, common ways that students may cheat, procedures for addressing cheating, and how cheating affects students in the long term.2:45-3:00 p.m. – ConclusionThis event was made possible through the coordination and support of:
Student Judicial Services in the Office of the Dean of Students
Provost’s Office
Center for Teaching & Learning
Center for the Skills & Experience Flags

TRAINING

The UT Global Initiative for Education and Leadership

UT Global Initiative

The UT Global Initiative for Education and Leadership (UTGI) is a program at The University of Texas at Austin that delivers high-quality educational training and consulting to governments, higher education institutions, schools, businesses, and nonprofits worldwide. Our mission is to use the power of education for the advancement of the global community by opening avenues of dialogue, building sustainable leadership, and fostering environments of learning. We prepare leaders to think creatively, communicate effectively, and inspire others to achieve excellence in the classroom and the marketplace.

Carolyne Creel was the Acting Assistant Superintendent of Curriculum and Professional Development in the Fort Worth Independent School District before retiring. During her career she served as a teacher, administrator, and curricula developer. Creel holds a bachelor of arts degree, a master of education degrees in adult and continuing education and mid-management certification. She has conducted workshops for UTGI both in Texas and around the world.

Laura Ewing

Laura Ewing

Laura Ewing is president of the Texas Council on Economic Education (TCEE). Ewing has served as an adjunct professor at University of Houston – Clear Lake, teaching courses on curricular methodology. She has provided hundreds of workshops on content, teaching strategies, and methodology to teachers, parents, and university professors around the world. Ewing has a bachelor’s degree in secondary social studies education and a master’s degree in educational leadership.

Connect with UTGI

UT Global Initiative

The Global Initiative for Education and Leadership (UTGI) is a program at The University of Texas at Austin that delivers high-quality educational training and consulting to governments, higher education institutions, schools, businesses, and nonprofits worldwide.